Publication: Sosyobilimsel konular tabanlı çoklu modelleme uygulamalarının lise biyoloji öğrencilerine etkisinin farklı değişkenlerle incelenmesi
Abstract
Bu araştırmanın amacı, sosyobilimsel konular (SBK) çerçevesinde çoklu modelleme uygulamalarıyla zenginleştirilmiş biyoloji öğretiminin, lise 9. sınıf öğrencilerinin epistemolojik inançları, ahlaki muhakeme becerileri, yazılı argümantasyon yeterlilikleri, sosyobilimsel muhakeme düzeyleri ve akademik başarıları üzerindeki etkilerini; geleneksel öğretim ve argümantasyon tabanlı SBK öğretimiyle karşılaştırmalı olarak incelemektir. Araştırmada, nicel ve nitel yöntemlerin bir arada kullanıldığı çok yöntemli bir desen benimsenmiştir. Nicel veri toplama sürecinde epistemolojik inanç ölçeği, ahlaki muhakeme ölçeği, sosyobilimsel muhakeme ölçeği, yazılı argümantasyon senaryoları ve kavram haritaları kullanılmış; nitel veriler ise öğrenci ve öğretmen günlükleri, görüş formu ve sınıf içi gözlem notlarından elde edilmiştir. Çalışma, İstanbul’da bir devlet lisesinde öğrenim gören 84 dokuzuncu sınıf öğrencisinden oluşan üç ayrı grupta yürütülmüştür. İlk grupta çoklu modelleme etkinlikleriyle desteklenmiş SBK öğretimi, ikinci grupta argümantasyon tabanlı SBK öğretimi, üçüncü grupta ise geleneksel öğretim uygulanmıştır. Sekiz haftalık uygulama süreci boyunca öğrenciler, COVID-19 bağlamında geliştirilen modelleme etkinlikleri aracılığıyla biyoloji dersini işlemişlerdir. Araştırma bulguları, çoklu modelleme destekli SBK öğretiminin, öğrencilerin alan bilgisi, yazılı argümantasyon becerisi ve epistemolojik inanç düzeyleri üzerinde diğer öğretim yöntemlerine kıyasla anlamlı düzeyde olumlu etkiler sağladığını ortaya koymuştur. Nitel veriler de öğrencilerin bilimsel kavramları daha iyi anladıklarını, bilimsel süreçlere karşı olumlu tutum geliştirdiklerini ve modelleme etkinliklerini eğlenceli ve öğretici bulduklarını göstermektedir. Öğrencilerin günlük yaşamdaki sorunlarla bilimsel bilgileri ilişkilendirme düzeylerinin arttığı da gözlemlenmiştir. Elde edilen bulgular, çoklu modelleme uygulamalarının, SBK öğretimini daha etkili ve işlevsel kıldığına işaret etmektedir.
The aim of this study is to examine the effects of socioscientific issues (SSI)-based instruction enriched with multiple modeling applications on 9th grade high school students' epistemological beliefs, moral reasoning skills, written argumentation competencies, levels of socioscientific reasoning, and academic achievement, in comparison with traditional instruction and SSI-based argumentation-focused teaching. A mixed-methods research design was adopted, incorporating both quantitative and qualitative approaches. Quantitative data were collected through the use of an epistemological beliefs scale, a moral reasoning scale, a socioscientific reasoning scale, written argumentation scenarios, and concept maps. Qualitative data were gathered via student and teacher diaries, view form and classroom observations. The study was conducted with 84 ninth-grade students from a public high school in Istanbul, divided into three groups. The first group received SSI-based instruction supported by multiple modeling activities, the second group received SSI-based argumentation-focused instruction, and the third group received traditional instruction. Over an eight-week implementation period, students engaged in biology lessons through modeling activities developed within the context of COVID-19. Findings revealed that SSI-based instruction supported with multiple modeling had a significantly greater positive impact on students’ content knowledge, written argumentation, and epistemological beliefs compared to other instructional approaches. Qualitative data indicated that students developed a deeper understanding of scientific concepts, showed more positive attitudes toward scientific processes, and found modeling activities both enjoyable and educational. Moreover, students demonstrated improved abilities in connecting scientific knowledge to real-life issues. Overall, the findings suggest that integrating multiple modeling practices enhances the effectiveness and functionality of SSI-based science instruction.
The aim of this study is to examine the effects of socioscientific issues (SSI)-based instruction enriched with multiple modeling applications on 9th grade high school students' epistemological beliefs, moral reasoning skills, written argumentation competencies, levels of socioscientific reasoning, and academic achievement, in comparison with traditional instruction and SSI-based argumentation-focused teaching. A mixed-methods research design was adopted, incorporating both quantitative and qualitative approaches. Quantitative data were collected through the use of an epistemological beliefs scale, a moral reasoning scale, a socioscientific reasoning scale, written argumentation scenarios, and concept maps. Qualitative data were gathered via student and teacher diaries, view form and classroom observations. The study was conducted with 84 ninth-grade students from a public high school in Istanbul, divided into three groups. The first group received SSI-based instruction supported by multiple modeling activities, the second group received SSI-based argumentation-focused instruction, and the third group received traditional instruction. Over an eight-week implementation period, students engaged in biology lessons through modeling activities developed within the context of COVID-19. Findings revealed that SSI-based instruction supported with multiple modeling had a significantly greater positive impact on students’ content knowledge, written argumentation, and epistemological beliefs compared to other instructional approaches. Qualitative data indicated that students developed a deeper understanding of scientific concepts, showed more positive attitudes toward scientific processes, and found modeling activities both enjoyable and educational. Moreover, students demonstrated improved abilities in connecting scientific knowledge to real-life issues. Overall, the findings suggest that integrating multiple modeling practices enhances the effectiveness and functionality of SSI-based science instruction.